Factors Influencing ChatGPT Use Behaviour Among Trainee Teachers
DOI:
https://doi.org/10.58459/icce.2024.4929Abstract
The integration of ChatGPT in educational settings has the potential to enhance teaching and learning experiences- This study explores the factors influencing the use behaviour of ChatGPT among trainee teachers at Universiti Putra Malaysia (UPM). Drawing on established Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of (UTAUT) models, and risk perception theory, the research focuses on perceived usefulness, ease of use, perceived risk, anxiety, social influence, attitude, and use behaviour for learning purposes. A total of 224 trainee teachers were selected using simple random sampling. The findings highlight that perceived usefulness, social influence, and attitude significantly influence the use of ChatGPT among trainee teachers. Additionally, the study reveals no significant effect of perceived ease of use, perceived risk, and anxiety on ChatGPT use behaviour among trainee teachers. The result showed that all factors contributed 50% (R2 = 0.50) in impacting ChatGPT use behaviour among trainee teachers. These insights provide valuable guidance for educators and policymakers aiming to integrate ChatGPT into teacher training programs, emphasizing the need to create environments that minimize anxiety and perceived risks while promoting the benefits and ease of use of ChatGPT.